An Improvement Project for the SP AA Resource Room: Can You Hear Us Now?
An Honors Thesis Project (Honors 499)
by
Megan Apsley
Dr. Mary Jo Germani
Ir\~~~
Ball State University Muncie, Indiana December 2012 Graduation December 2012 2
Abstract
For this honors thesis project a total of 48 participants completed a survey of the materials room
at the Ball State University Speech-Language and Hearing clinic. The participants included
undergraduate and graduate clinicians from the Speech Pathology and Audiology Department, as
well as, supervisors from the clinic. By collecting this data, I hoped to acknowledge and alleviate
some of the financial burden for student clinicians. The survey was also meant to identify the
time clinicians spent making additional therapy materials when the appropriate resources were
not available in the resource room. These results are intended to be useful for future funding
decisions concerning the materials room, so that the most effective and in demand resources are
purchased. The distributed survey gave students a chance to express any changes or additions
they would like to see n1ade to the materials room. The intended effect of this project was to
improve and update the materials room for future student use.
Acknowledgements
We would like to thank Dr. Mary Jo Germani for advising us throughout this project. Thank you
for helping us to focus our efforts and encouraging our progress every step of the way.
It is with in1mense gratitude that I acknowledge the support and help of n1y partner and
motivator, Alyssa Haller. With her creativity, inspiration, and optimism, this project was made
possible. I have greatly enjoyed working together with Alyssa over the years and we know that
this project is the first of many successful undertakings we will accomplish throughout our
careers as speech pathologists.
3
Table of Contents
Author's Statement .......... :.............................................................................................. Page 4 Honors Thesis Survey ...................................................................................................... Page 8 Question 1: Results and Analysis ................................................................................... Page 9 Question 2: Results and Analysis ................................................................................... Page 11 Question 3: Results and Analysis ............. , ......... '" ......................................................... Page 13 Question 4: Results and Analysis ................................................................................... Page 15 Question 5: Results and Analysis ................................................................................... Page 18 Question 6: Results and Analysis ................................................................................... Page 22 Question 7: Results and Analysis ................................................................................... Page 25 Question 8: Results and Analysis ................................................................................... Page 27 Question 9: Results and Analysis ................................................................................... Page 30 Question 10: Results and Analysis ................................................................................. Page 33 Thesis Project: Overall Analysis .................................................................................... Page 35 Record Sheets .................................................................................................................. Page 36 4
Megan Apsley - Author's Statement:
The purpose of our Honors Thesis Project was to help Speech-Language Pathology and
Audiology (SPAA) students and supervisors at Ball State University have a voice in the
department's allocation of funds toward the material and resource room. The materials room in
the SP AA department is available to all clinicians for use in preparing and adnlinistering speech
and language therapy. In addition, Alyssa Haller and I created this project as a way to give back
to our department. The department has helped us to grow, learn, and achieve within our field.
We felt it was our responsibility to help improve the quality of the materials room as a way to
show our appreciation.
Inspiration for the project stemmed from personal experience as an undergraduate
clinician. As a clinician, I used the resource room frequently to help prepare materials for my
therapy sessions. When items were not available in the materials room, I was required to
purchase my own. Similarly, items were constantly checked out by other students, therefore,
unavailable for my use.
Furthermore, the resource room has many useful itenls available; however, the items
were often difficult to find. Unbeknownst to us, as our survey was distributed, the resource room
was undergoing reorganization and rearrangement. It should be noted, many students and
supervisors commented on the new organization; majority of the students appreciated and
supported the new changes.
Overall, I felt the materials room was in need of replacement items, reorganization, and
new resources. In improving the materials room, we hoped that clinicians would have more time
to dedicate to preparing lesson plans and would spend less time creating therapy materials.
Moreover, we hoped to ultimately alleviate the costs of clinician's supplementing their own
5
therapy materials. In collaboration with my partner, Alyssa Haller, I sought to survey our peers
to give then1 an opportunity to voice their opinions.
After deciding to improve the materials room, Alyssa and I sought the help of Mary Jo
Germani, Chairperson of the Speech-Language Pathology and Audiology Department. With her
assistance, we addressed specific target areas and concerns. Mary J 0 Germani's input proved
significantly beneficial and aided immensely in our accuracy and reliability.
Alyssa Haller and I compiled a survey with the supervision of Mary Jo Germani which
aimed to collect data regarding therapy materials, games, resources. Moreover, the survey
sought to estimate the amount of money and time clinicians spend toward therapy preparation.
Consisting of 10 multiple choice and short answer questions, the survey covered various topics.
Our target audience included both undergraduate and graduate clinicians, as well as, supervisors.
Student clinicians, we felt, would be knowledgeable due to their personal experience using the
materials room, and their opinions would be n10st beneficial for evaluation. Supervisors were
included because of their expertise; they would know which materials need replaced and which
are most helpful for therapy purposes. Using a variety of participants, we felt we would have a
well-rounded view which would increase the validity and reliability of our data.
After drafting, approving, and copying the survey, we distributed it in the mailboxes of
all SP AA undergraduate clinicians, graduate clinicians, and supervisors. Participants were sent
an email explaining the purpose of the survey and the completion procedure. Clinicians and
supervisors were asked to return the surveys within a week to the collection box located in the
SPAA clinic waiting room.
Returned survey responses totaled 48 participants including 23 undergraduate clinicians,
22 graduate clinicians, and 3 supervisors. We were overwhelmed by the amount of participants
6
and positive remarks. Various students left additional comments including, "Great idea!" and
"Good luck!" Having the support of our peers was a tremendous inspiration in completing our
project.
Alyssa and I divided the task of analyzing and recording responses of returned surveys. I
tallied undergraduate clinicians and supervisor results. As I recorded responses, I noted many
clinicians added comments with additional suggestions we had not considered. Helpful
suggestions included providing duplicates of popular items available. Clinicians requested a
listing of all materials available in the clinic; however, there is currently a listing accessible
online, as well as, in a binder within the resource room. Therefore, relocation and increased
visibility of the binder is needed for the students who are unaware of its existence.
I was responsible for analyzing the questions with statistical data; Alyssa recorded open­
ended responses. The sinlilarities and differences in the response of participants allowed for
analysis of individual needs. We compiled all results and listed analysis for each question.
Moreover, we included specific items requested by undergraduate, graduate, and supervisors.
Finally, we combined all responses and reported overall totals and percentages. Our survey
determined which specific areas within the materials room are in need of updating, replacement,
or addition. Analyzing the overall product, we pinpointed specific target areas for improvement.
This project was imperative for the students and supervisors in the Speech-Language
Pathology clinic to have a voice on improvement of the materials room. The results will be
given to our department chair, Dr. Germani as well as the Ball State University branch of the
National Student Speech-Language Hearing Association (NSSLHA). Results will be used by the
SP AA department to evaluate the need of new materials and resources, replacement materials,
7
and organization. Ultimately, we hope to assist the SP AA department in enriching the quality of
the materials room for future clinicians and supervisors.
_.
i, 8
Honors Thesis Project
Megan Apsley
Alyssa Haller
Emollment in clinic (please circle) 319( 1) 319(2) 519 628( 1) 628(2) 628(3) or superVIsor
1. How many hours per week outside of the clinic do you spend preparing therapy materials?
a) 0-1 hours
b) 1-3 hours
c) 3-4 hours
d) 4-5 hours
2. Per semester, estimate the amount of money you personally spend towards therapy?
a) $0-$10
b) $11-$20
c) $21-$30
d) more than $30
If you circled answer (d), estimate your total costs - - - 3. What materials do you most frequently purchase?
a) paper/craft materials
b) candy/food
c) stickers
d) other
If you circled answer (d), please list items:
4.
What materials (currently not available) would be useful to have in the resource room?
5.
Do you feel that any materials in the resource room need replaced?
If yes, please list items:
Yes
No
6. If the following resources were made available in the resource room, which would you be most likely
to use? Rank them in order of most usefu I (1) to least useful (6).
Laminator
Cricut
_ _ Die cutting machine
_ _ Scanner/printer
_ _ Computer
_ _ Copier
7. If the items listed in Question 6 (above) were available, would you be willing to pay to use?
Yes
No
8. What games or toys would be useful to have in our resource room?
9.
From your experience as a clinician, do you have any other suggestions to improve the resource
room?
10. Which populations do you wish we had more materials? Check all that apply:
_ _ Dysphagia
_ _ Child Language
Adult Neuro
Autism
_ _ Fluency
_ _ Pragmatics
AAC
_ _ Articu1ationIPhonoiogy
9
Question 1:
How many hours per week outside of the clinic do you spend preparing therapy materials?
a)
0-1 hours
b) 1-3 hours
c) 3-4 hours
d) 4-5 hours
Question 1 16 14 ~
~ 12
·0
.9 10
.-
U
~
=
&-.
~
,.Q
e
Z=
• Undergraduate
8
6
Graduate
4
Supervisors
2
0
0-1 hour
1-3 hours
3-4 hours
Hours per Week
4-5 hours
Result Totals - All Clinicians
. 0-1 hour
• 1-3 hours
. 3-4 hours
4-5 hours
10
Question 1: Analysis
The purpose of the first question was to gage the amount of time spent per clinician
outside of the clinic preparing materials for therapy. Four answer choices were given, ranging
fron1 0 to 5 hours. Approximately 580/0 of all clinicians reported spending 1-3 hours working
outside of the clinic preparing therapy materials. This percentage included the majority of
clinicians. No significant differences or trends were noted in comparing undergraduate,
graduate, and supervisor responses. An estimated 770/0 of clinicians spend 3 hours or less
preparing for therapy per week.
11
Question 2:
Per semester, estintate the amount of money you personally spend towards therapy?
a) $0-$10
b) $11-$20
c) $21-$30
d) more than $30
If you circled answer (d), estintate your total costs _ _ __
Question 2
12
10
=
·0
~
~
:9
8
-e
6
0c.
Q
~
~
• Undergraduate
4
Graduate
z= 2
Supervisors
0
$0-$10
$11-$20
$21-$30
More than
$31
Amount of Money Spent
Result Totals - All Clinicians
$0-$10
• $11-$20
• $21-$30
More than $31
12
Question 2: Analysis
This question aimed to estimate the average amount of money clinicians spend on
therapy materials per semester. Undergraduate clinicians were more likely to spend more than
$20; whereas, graduate clinicians were more likely to spend less than $20. Majority of
supervisors spent less than $10. Ten undergraduate clinicians circled answer choice (d), stating
they spent more than $31 per semester. Undergraduate clinicians who spent more than $31
­
included two clinicians spending $45, five clinicians spending $50, two clinicians spending $60,
and one clinician spending over $100. One graduate student reported spending $75, and
supervisors did not report spending more than $31. Although results varied, 31 % of all
clinicians reported spending $21-30 dollars.
13
Question 3: What materials do you most frequently purchase? a) paper/craft materials
b) candy/food
c) stickers
d) other If you circled answer (d), please list items: _ _ _ _ _ _ __ Question 3
20 ~----------------------------------------
18
a 16
~
·0 14
·a
.- 12
U
~
Q
10
~
8
• Undergraduate
• Graduate
,.Q
e 6
Z= 4
Supervisor
2
o
Paper/crafts
Candy/food
Stickers
Other
Material
Result Totals - All Clinicians
• Paper/crafts
• Candy/food
Stickers
Other
14
Question 3: Analysis
The third question sought to classify what items and materials clinicians most frequently
purchased. Fifty-one percent, more than half of all clinicians, reported purchasing paper and
craft materials most frequently. Twenty percent of all participants reported purchasing stickers,
17% purchasing candy and food, and 12% purchasing other materials. Other materials
purchased by undergraduate clinicians included toys, coloring books, games, board games, paper
bags, markers, crayons, glue, and experin1ents. Supervisors reported purchasing books.
Graduate clinicians did not report purchasing other materials or items.
15
Question 4: What materials (currently not available) would be useful to have in the resource room? CRAFT SUPPLIES
• Construction
•
•
•
•
•
•
•
•
•
•
paper (6)
Tissue paper (2)
Foam paper (2)
Index cards (2)
Stickers (4)
Felt board
Balloons (2)
Poster board
Washable paint
Beads
Paper shapes
GAMES
ELECTRONICS
•
•
•
•
•
•
Copier (3)
Batteries (2)
Printer (4)
Laminator (2)
Computer
Audiometers
(more)
•
•
•
•
•
•
•
•
ORGANIZATION
Shape sorter
Cartoon
themed
games
Science
experiments
Games that
require no
reading
Cognition
cards
Probl m
soIving cards
Puzzles
ESL games
*Numbers in parentheses represent the number of requests per item.
•
•
•
Binder of all
available
materials
Colored
buckets
Binder of
copied
work heets
SENSORY
TOOLS/ TEACHING TOOLS • Weighted
blanket
• Weighted
vest
• Model of the
larynx
• Model of the
mouth
• Feeding
materials
• Food
16
Question 4
16
~------------------------------------------
14
~
~
12
~
=
8.10
~
~
~
=
8
• Undergraduate
"" 6
~
e
z=
Graduate
Supervisor
4
2
o
Craft Supplies
Electronics
Games
Sensory and
Teaching Tools
Materials
Result Totals - All Clinicians
• Craft Supplies
• Electronics
• Games
Sensory and Teaching Tools
17
Question 4: Analysis
The purpose of question four was to give students and supervisors a space to include any'
ideas of materials they would like to see in the resource room that were not already included in
the survey. We also wanted a question that would give as many ideas as possible to the Ball
State Speech and Hearing Clinic, so that when they do fundraise for new materials they have
enough ideas to spend all the money they may raise. The results from this question indicate that
graduate and undergraduate students would like to see more craft supplies in the materials room,
while supervisors in the clinic see a greater need for sensory tools. Supervisors may not see the
need for craft supplies because crafts used in therapy are usually planned and executed by
student clinicians to reach a goal the supervisor may help then1 set.
18
Question 5: Do you feel that any materials in the resource room need replaced? Yes/No If yes, please list items: _ _ _ _ __ Question 5
No
Supervisors
• Graduate
• Undergraduate
Yes
o
5
10
15
20
Number of Clinicians
Total Responses - All Clinicians
Yes - need replaced
No - don't need replaced
19
TOY SETS AND
TOYS
• Updated
(current) toy
characters
• Barn
• Dollhouse
• Baby dolls (2)
• Doll clothes
GAMES
MATERIALS FOR
READING
• CandyIand
boards (2)
•
•
• Board games
(8) Books (2)
Books with
activities
•
Reading tests
• Elefun
• Puzzles
• Cars
• Toy figures
for castle sets
• Bean bags
• CAAP test
toys
• Train track (2)
• Balls
• Super hero
figures
*Numbers in parentheses represent the number of requests per item.
ARTICULATION
THERAPY
MATERIALS
• Replace missing
articulation cards
• Diagnostic tests
(more) (2)
20
Question 5 - Written Responses
10 9
8
~
~
~
=7
=- 6
Q
~
~
c....
5
1-1
4
=
~
.c
• Undergraduate
e
• Graduate
3
Z= 2
1
0
Toys and Toy
Sets
Games
Reading
Materials
Materials
Articulation Materials Result Totals - Written Responses
• Toys and Toy sets
• Games
• Reading Materials
Articulation Materials
21
Question 5: Analysis
The purpose of question 5 was to report if clinicians felt materials within the resource
room should be replaced. Graduate clinicians and supervisors reported indifferent responses;
however, n1ajority of undergraduate clinicians felt the materials needed replaced. Overall, 67%
of participants agreed that materials within the resource room needed replaced.
By including this question in our survey, we hoped to bring attention to materials the
resource room may already include but that need replaced. Some of the games and therapy cards
in the materials room are checked out as many as 8 times a day and become easily damaged with
the number of adolescent clients enrolled in the clinic. With this question we hoped to pinpoint
the materials that need to be replaced. Responses indicated that articulation cards, board games,
and dolls. Overall, 41 % of clinicians stated that toys and toy sets were items in need of
replacement.
22
Question 6:
If the following resources were made available in the resource room, which would you be
most likely to use? Rank them in order of most useful (1) to least useful (6).
Laminator
Cricut
_ _ Die cutting machine
_ _ Scanner/printer
_ _ Computer
_ _ Copier
Undergraduate totals:
R an kedR afIngs
1
Resource
Laminator
~
2
5
4
6
Average
III
II
II
I
III
I
1111111
11111
1111111
4.5 out of 6
11111
111111
II
I
11111111
3.9 out of 6
I
1111
III
11111111111
1111
4.6 out of 6
1111
11111
11111
11111
1111
III
111111
11111
1111
I
1111111111
1.7 out of6
11111
Die-cut
machine
Computer
I
Cricut
Scanner/
printer
Copier
3 out of 6
1111
3.3 out of 6
Ranking order: Laminator (1.7), Scanner/printer (3), Copier (3.3), Computer (3.9), Die-cut
machine (4.5), Cricut (4.6)
Graduate totals:
R an kedR a fIngs
1
Resource
Laminator
1111
Die-cut
machine
II
1111
11111
Computer
Copier
II
11111111111
II
1111111
111111
1111111
1111
6
A verage Ranking
11111
I
1111
111111
11111
4.6 out of 6
111111
II
1111
3.9 out of 6
11111111
11111111
5.4 out of 6
I
Cricut
Scanner/
printer
11111
~
4
~
2
2.7 out of 6
1.8 out of 6
III
2.2 out of 6
Ranking order: Scanner/printer (1 .8), Copier (2.2) , Laminator (2.7), Computer (3.9), Die-cut
machine (4.6), Cricut (5.4)
23
Supervisor totals:
R ankedR afIngs
!
Resource
Laminator
Die-cut
machine
Computer
J
2
~
4
6
I
"
I
I
I
1.5 out of6
I
Cricut
I
I
Copier
2.7 out of6
4.5 out of6
I
Scanner/
printer
A verage Ranking
I
I
5.5 out of 6
3.5 out of6
I
2.5 out of6
Ranking order: Computer (1.5), Copier (2.5), Laminator (2.7), SCatll1eriprinter (3.5), Die-cut
machine (4.5), Cricut (5.5)
Ranking Totals:
Undergraduate
Average
Graduate
Average
Supervisor
Average
Total Average
Laminator
1.7 out of 6
2.70utof6
2.7 out of 6
2.4 out of6
Die-cut
machine
4.5 out of 6
4.6 out of6
4.5 out of 6
4.5 out of6
Computer
3.9 out of 6
3.9 out of 6
1.5 out of 6
3.1 out of 6
Cricut
4.6 out of6
5.4 out of 6
5.5 out of 6
5.2 out of 6
3 out of6
1.8 out of 6
3.50utof6
2.8 out of 6
3.3 out of 6
2.2 out of 6
2.5 out of 6
2.7 out of 6
Resource
Scanner/
printer
Copier
Ranking order: Laminator (2.4), Copier (2.7), Scanner/printer (2.8), Con1puter (3.1), Die-cut
machine (4.5), Cricut (5.2)
24
Question 6: Analysis
This question asked clinicians to rank items they desired to be made available to them in
a sequence of 1 to 6. A ranking of (1) correlated to most useful and (6) to least useful. Results
showed trends varied among undergraduate, graduate and supervisor responses. With little
competition, a laminator rated 2.4 out of 6; although, it was closely followed by a copier at 2.7
and a scanner/printer at 2.8. The fourth place item was a computer which ranked 3.1 out of 6, a
die-cut machine ranked 4.5 out of 6, and lastly, a Cricut which ranked 5.2 out of 6.
25
Question 7:
If the items listed in Question 6 were available, would you be willing to pay to use?
Yes
No
Question 7
No
• Supervisors
• Graduate
• Undergraduate
Yes
o
2
4
6
8
10
12
14
Number of Clinicians
Total Responses - All Clinicians
• Yes - I would pay.
No - I would not pay.
26
Question 7: Analysis
Question 7 aimed to estimate the amount of clinicians who would be willing to pay for
items listed in the previous question. Fifty-nine percent of clinicians noted yes, they would be
willing to pay for additional available resources. Responses were consistent between
undergraduate clinicians, graduate clinicians, and supervisors. Additional responses in which
participants choose to write in included "unless reasonable," "depending on item," and "one-time
fee per semester."
27
Question 8: What games or toys would be useful to have in our resource room? GAMES
TOYS SENSORY MATERIALS • Games with all the
pieces (3)
• Continually add new
toys
• Handhelds/fidgets for
holding
• Zingo
• Uno (2)
•
•
•
•
•
• Sensory room for
clients with Autism
•
•
•
•
Memory
Guess Who
Hungry Hippos (2)
Scattegories
• Mad Libs
• Preschool games (3)
• Twister
• Games that require no
reading
• Pretty Pretty Princess
• Elementary school age
games
Baby doll (3)
N ewer puzzles
Outside toys
Action figures
Character figures from
recent movies
• Toddler toys
• Shapes
• Small reinforcer prizes
• Eye Spy books and
activities
• Magnetics
•
•
•
•
Ring Toss
Legos
Elefun
Play sets (castles,
houses farms)
*Numbers in parentheses represent the number of requests per item.
• Spinners
28
Question 8
14 12 rI.l
~
rI.l
10
=
c
~
rI.l
~
~
8
c....
c
to..
~
• Undergraduate
6
• Graduate
~
e
4
Z=
• Supervisors
2
0
Games
Toys
Materials
Sensory Materials
Result Totals - All Clinicians
- Games
- Toys
Sensory Materials
29
Question 8: Analysis
The main goal of this question was to modernize the games and toys available in the
materials room. Unfortunately, the movie and television based materials available in the room
quickly become outdated as new popular children's movies are released every year. As
clinicians, we are taught to capture our client's attention by using current materials; therefore,
having action figures and board games based on the latest popular characters is imperative. With
this question, we hoped to discover which current characters were most desired by clinicians, so
that the materials room could acquire modem materials. The responses fell into three categories:
games, toys, and sensory materials.
30
Question 9:
From your experience as a clinician, do you have any other suggestions to improve the
resource room?
ORANIZATION
• Keep materials in
the same place
• List every item in a
binder (5)
• Consistently
organize throughout
the day (5)
• A map of items
• Organize books in
literacy lab
ELECTRONIC
ACCESS
• Computer access
• Printer access
MATERIALS
• ESL Materials
• Children's sensory
materials
• Add multiples of
most checked-out
items
• Extended check-out
periods (2)
*Numbers in parentheses represent the number of requests per item.
FURNITURE AND
ROOM CHANGES
• Add a larger work
table/ more work
areas (5)
• Renlove cabinet
door (2)
• Easier method for
obtaining IDs after
therapy sessions
• More filing cabinets
31
Question 9
7
6
• Undergraduate
• Graduate
• Supervisors
1
o
Organization
Electronic
Access
Materials
Room Changes Resources
Result Totals - All Clinicians
• Organization
• Electronic Access
Materials
Room Changes
32
Question 9: Analysis
By asking clinicians to draw from their past experience in creating therapy materials we
aimed to personalize the survey and to find out exactly what changes could make the materials
room more useful. For this question we intended for clinicians to recall times where the room
was ineffective and to list those problen1s so that they could possibly addressed by acquiring new
tools and toys for the materials room. Suggestions were made to have duplicates of available toys
and extended check-out times.
33
Question 10: Which populations do you wish we had more materials?
__ Dysphagia
__ Pragmatics
Autism
__ Fluency
__ Child Language
Adult Neuro
__ Articulation/Phonology
AAC
Question 10
rI.l
=
~
.~
10
9
.... 78
....= 6
-
U
c.,.
Q
J,..j
~
5
4
3
• Undergraduate
,.Q
e 21
Z= 0
- Graduate
~0
. ~<$>
• Supervisors
~~
~
Population
Others mentioned: ESL (2), Accent reduction (1), Apraxia (1), and Voice (1)
Result Totals - All Clinicians
Artie/Phonology
9%
AAC
Child Language
12%
Autism
16%
Adult Neuro
16%
Pragmatics
12%
Dysphagia
9%
34
Question 10: Analysis
Because Speech Pathology encompasses treatment for a range of various disorders, we
included question 10 to gage which area clinicians felt more resources were needed.
Undergraduate clinicians typically work with articulation, language, and phonology clients
which accounted for the significant amount of undergraduate responses indicating a need for
articulation, language, and phonology resources. Majority of participant responses reported a
need for Autism and Adult Neurology resources. Fluency, pragmatics, child language, and AAC
were also areas in which clinicians felt the materials needed expansion.
35
Thesis Project: Overall Analysis
Our survey reported that 770/0 of clinicians spend three hours or less preparing therapy
materials each week. Undergraduate clinicians were more likely to spend more than $20 on
therapy material per semester; whereas, graduate clinicians were more likely to spend less than
$20. Paper and craft materials were most frequently purchased by 51 % of respondents.
Moreover, craft supplies made up 450/0 of materials that clinicians felt would be most useful to
have available in the resource room. Sixty-seven percent of participants agreed that materials
within the resource room need replaced. Materials most suggested for replacement included toy
sets and games. When asked to rank which new resources clinicians would like made available,
clinicians responded laminator and scanner/printer. Furthermore, 59% of participants stated they
would be willing to pay for use of new resources. Some respondents suggested a one-time fee
per semester for use of any new resources. Numerous suggestions for new games and toys were
given by participants. Overall, clinicians indicated a need for resources to address Autism and
Adult Neurological disorders. Participants felt the resource roonl could be improved by a new
organizational system and changes to the structure of the resource room. Structure changes
included the addition of tables and filing cabinets.
This survey produced beneficial results for the Ball State University Speech and Hearing
Clinic. Due to the lack of similar research studies, we were unable to compare our results to
other research findings. Although there is limited research concerning this topic, our results are
specifically useful to our department. By giving a voice to student clinicians and supervisors,
our resource room can be improved to cater to their specific needs.
36
Record SheetlHonors Thesis Project - Megan Apsley
**Each item was requested by one person, unless noted by number following.
Undergraduate Results:
1. a)
b)
111111111111111
c) 1111111 d) I 2. a) III
b) II
c) 11111111
d) 1111111111 other explained: $45(2), $50(5), $60(2), $100(1) 3. a)
1111111111111111111
b)
1111111
c) 11111111
d) 1111111
other explained: toys, coloring books, games, board games, paper bags, markers,
crayons, crafts, glue, experiments
4. construction paper (3), tissue paper, foam paper (2), copier, index cards, batteries, printer,
laminator (2), stickers (2), shape sorter, TV/cartoon then1ed games, craft materials,
science experiment crafts, felt board, candy, balloons, token-based activities, poster
board, binder of available materials, washable paint, activities for clients who can't read
5. a) yes -1111111111111111111
b) no -1111
books, CAAP toys, trains, train track shelves for Dx tests, toy box, Candy Land, board
games (6), balls, construction paper, Elefun, dolls/clothes, car tracks, super-hero figures,
books with activities, puzzles, tests
6. Laminator - 11111151131421142111312
Die-cut machine - 26465345646545465262464
Computer - 62343614362263236636256
Cricut - 55654266555654353553543
Scanner/printer - 44532533214132521344125
Copier - 33226422423316614425631
7. Yes 1111111111111
No 11111 11111 other: unless reasonable, depending on time 8. Scattegories, Mad Lib, Eye Spy, Hungry Hippos, Uno Attack, Magnetix, children's
games (3), ring toss, Twister, multiples of popular games (in case 2 clinicians want to use
37
a game at the same time), spinners for many activities, Legos, games for clients who
can't read
9. things would stay in the same place, list of everything binder (4), keep it organized (5)*,
larger work table/area (3), ESL materials, remove cabinet doors to increase visibility (2),
multiples of everything, computer/printer access, easier method to access IDs after
therapy session, more filing cabinets, extended check-out periods (2)
10. Autism 1111111
Dysphagia III
Child Language 111111111
Adult Neuro 111111
Fluency III
Pragmatics 11111
AACIIiI
ArticulationlPhonology 1111111
Other: ESL (2) and Accent Reduction (1)
*Many commented on current re-organization; liked new changes and rearrangement
** * some clinicians are unaware of the online listing of all of the materials currently available in
the resource room and of available resources!
Supervisor Results:
1. a, a, d
2. a, a, c
3. a, b, b, c, d (books)
4. ESL materials, feeding materials, foods/perishable items
5. yes, no, nla
6. Lan1inator 116
Die-cut machine 45
Computer 12
Cricut 56
Scanner/printer 34
Copier 23
8. Elefun, Pretty Pretty Princess, older kids gan1es, Fisher-Priceplay sets, baby dolls,
pretend play materials
9. sensory involved children's items
10. Autism
II - Dysphagia II - Adult Neuro II - Pragmatics I - AAC
II
38
Record Sheet - Alyssa Haller
Honors Thesis Project- Grad Student Totals
1. a.1IIIII1 b.IIIIIIIIIIIII
c.1
d.1
2. a. 11111
b.IIIIIIIIII c.IIIIII
d. 1
- $75 (d explained)
3.a.IIIIIIIIIIIIIIII b.III c.IIIII
- All the above (d explained)
No 1111111111
5. Yes 11111111111 - Candy land boards
- missing artic cards
-some of the outdated toys
- board games and audiometers
- barns, dollhouses, (worn and moldy)
-Toys that don't have all the parts
- New dolls, craft supplies
- board games missing pieces
- cars and toys for castles
-books (tom up)
- bean bags
7. Yes 111111111111
No 111111111
- one idea: A one-time fee per semester
d.1
4. -, sensory tools (weighted vest/blanket), colored buckets, balloons, -, stickers, -, updated
games, problem solving! cognition cards, beads, papers, models of the mouth and larynx, Shapes,
puzzles, already copied worksheets, craft supplies, computer (with printer), balls/ games with
balls, printer/ copier, craft materials, printer, construction paper, school age toys, printer, - ,
construction paper, stickers, copier, more audiometer
6.
- Laminator 2, 2,1,4,1,3,3,2,4,3,2,4,3,5,3,4,4,1,1 - Die cutting machine 6, 6, 5, 5, 5, 4, 5, 6, 5, 1, 6, 4, 4, 5, 1, 6, 4 - Cricut 5, 5, 6, 6, 6, 5, 3, 5, 6, 6, 5, 5, 6, 6, 5, 5, 6 - Scanner/printer 3,3,2, 1,3,1,1,1,3,1,3,3,1,1,1,1,2,1,3,1 - Computer 4, 4, 4, 3, 2, 4, 6, 6, 2, 4, 5, 2, 6, 2, 4, 6, 3, 5, 2 - copier I, 1,3,2,4,2,2,4,1,2,4,1,1,1,3,2,3,2,2,3 8.-, games with all the pieces, box of hand held sensory items, -,-, continually add toys, boy dolls
with clothing and accessories, Zingo, shapes, Uno, memory, Guess who, -, newer puzzles, -, -,
hungry hippos, new dolls, -, outside toys, toys for boys, action figures, toys related to recent
movies, -, board games, small reinforcers, Modem toys for BP clients, a sensory room for
autistic children
9.-, -, -, -, -, an info sheet that shows what the room has and where everything is, -, more areas to
sit and look at tests/ materials, -, tables for browsing materials, recently been reorganized much
easier to find materials, -, -, -, -, -, -, -, -, a map (to show visually where things are ),Literacy lab
needs to be more completely organized
10.
- Autism 1 1 I 1 1 1
39
- Fluency 1 1 1 1 1 1 1 1 1
-Dysphagia 1 1 1
- pragmatics 1 1 1 1 1
- Child Language 1 1
- AAC 1 1 1 1 1 1
-Adult Neuro 1 1 1 1 1 1 1
- ArticulationlPhonology 1
- Someone wrote in Apraxia 1
- Someone wrote in Voice 1